April 19, 1775 Traveling Trunk. Teacher Manual and Instructions The Shot Heard Round the World: April 19, 1775 Traveling Trunk Teacher s Manual

Transcription

1 April 19, 1775 Traveling Trunk Teacher Manual and Instructions The Shot Heard Round the World: April 19, 1775 Traveling Trunk Teacher s Manual

2 Trunk Overview This trunk explores the reasons American colonists were upset with their government and the events that followed on April 19, 1775 in Lexington and Concord. Grades 5 8 Suggested Time Allowance Two Social Studies blocks or roughly 2 hours Supplies Objects in the trunk Provided worksheets teacher should make copies of the worksheets for each student or small group. Writing materials Activities Summary 1. Introduction by teacher 2. Stations a. Why Are the Colonists Angry? b. The Midnight Riders c. Stockpiling Supplies d. Militia Men and Minute Men e. Hidden Heroes 3. Reflection

3 General Use Instructions Inventory When you first receive the trunk please look through it carefully and do an inventory. There is an inventory list provided as well as photographs of each station in the Teacher Manual. If you find an item damaged or missing upon arrival, please contact the Education Department within two days of receiving the trunk at: x 239 or schoolprograms@concordmuseum.org. This will ensure that you are not charged for missing items. Multiple teacher / school use - Complete a full inventory in between each use if the trunk is traveling between classrooms or schools. We want to make sure the trunk is in good condition for each use, and if something is missing and or is damaged, we can try to send a replacement. Lost items If you break or lose an item while using the trunk, the Concord Museum will invoice the school to replace the item. Please do a careful inventory when you pack up your trunk and return it to the museum to avoid additional charges. Evaluations We want your feedback! At the back of the Teacher Manual are evaluations for the teacher and students to fill out. Please copy these and have all participating teachers and students complete one. These can be placed in the trunk when it is returned. Returning the Trunk Trunks must be returned on or before the scheduled return date. Packing - Photographs of how to pack the trunk are located in the Teacher Manual. Hand delivering the trunk 1. Please return the trunk to the front desk in the museum building (check the museum s website for hours at 2. Please check in with the staff person at the front desk when you deliver the trunk. Shipping the trunk 1. Schedule a pick-up with FedEx Ground at least two days prior to the shipping date. i. Go to or call GoFedEx to schedule a pick up or take the trunk to the closest FedEx store. ii. A return shipping label with tracking number information will be located in the Teacher Manual. FedEx will need to know the tracking number from the return label and the weight and dimensions of the trunk (37 x 21 x 18 inches, ~25 pounds). iii. Make sure to schedule a pick up for FedEx Ground, not FedEx Express. 2. Attach your pre-addressed label to the trunk. Late Return - A late fee of $50 will be invoiced to the school if the trunk is returned late.

4 How to Use this Trunk in your Classroom Students travel to stations in the classroom to explore objects, documents, and images that will help them understand the events leading up to the beginning of the American Revolution with a focus on Lexington and Concord on April 19, Each station includes worksheets for the students to explore the items at that station. Preparation for the lesson: 1. Read through the Teacher Manual 2. Make copies of station worksheets from Teacher Manual for students 3. Set up stations around the room a. There is a manila envelope for each station (1-5) with labels and visuals to go with the objects. b. There are photos of each station in the Teacher Manual so that you know which objects belong at each station. Directions: 1. Give an introduction to the students based on the content you have already covered. 2. Divide students into 5 small groups. 3. Assign the groups to a station as a starting point. 4. Students will visit all stations as they rotate. 5. When they arrive at each station, students should read all the tags on the objects out loud to each other, explore the objects, and then answer the questions on the worksheets. 6. Worksheets are provided for the students at each station. They can answer one per group or each student can have their own worksheet to complete. Suggested Timing: 10 Minutes for the introductory lesson Minutes at each station 10 Minutes for small group discussion 10 Minutes for class discussion

5 Trunk Inventory Teacher Manual Binder 5 signs for stations Manila envelopes for each station Objects Station #1 Boston Massacre Print (copy) Sugar cone (do not take out of blue wrapping) Tax stamp images (located inside the envelope labeled Station 1) Playing cards with tax stamp Tea brick Station #2 The Battle of Lexington Print (copy) Paul Revere s Midnight Ride brochure One if by Land Lantern Photograph of the Paul Revere lantern in the Concord Museum collection (located inside the envelope labeled Station 2) The Midnight Ride of Paul Revere book by Christopher Bing Station #3 A View of the Town of Concord Print (copy) Wooden Spoon Dried Peas in cloth bag Image of cannon balls (located inside the envelope labeled Station 3) Rules and Regulations document (located inside the envelope labeled Station 3) Station #4 The Engagement at the North Bridge in Concord Print (copy) List of towns (located inside the envelope labeled Station 4) Scans (6 pages) from Soldier of the American Revolution book (located inside the envelope labeled Station 4) Cartridge (do not take out bag) Tri-cornered hat Powder horn Flint Musket ball Station #5 Fife Square of fabric Quill and ink well Soldier s tin cup Supplementary Materials Soldier of the American Revolution By Denis Hambucken and Bill Payson The Midnight Ride of Paul Revere By Christopher Bing Labels Station #1 Boston Massacre Print label Sugar cone label Playing cards with tax stamp label Tea brick label Station #2 The Battle of Lexington label Paul Revere s Midnight Ride brochure label The Midnight Ride of Paul Revere book label Lantern label Station #3 Rules and Regulations label A View of the Town of Concord label Spoons and Dried Peas label Cannon balls label Station #4 The Engagement at the North Bridge in Concord label List of Towns label Cartridges label Tri-corned hat label Powder horn label Flint label Station #5 Fife label Women label Quill and ink well label Soldier s tin cup label

6 Introductory Lesson (10 minutes) Tell the students: Today we are going to discuss the beginning of the American Revolution. We have received a special trunk from the Concord Museum that is full of objects and documents that we will use to explore this topic. Ask students: Who were the two groups that fought in the Revolutionary War? Answer: People who lived in the American Colonies and the British government in England. Ask the students: At this time, all the people in the colonies and in England were British citizens. What is a colony? Answer: A piece of land taken over by another country and ruled politically by that country. The colony might be far away from the country that rules it, but the people living there are all considered citizens of the ruling country. We will call the people living in the American colonies colonists. Tell the students: The people living in the American colonies didn t like how their opinions were being heard in the government in England or the taxes the government was putting on their goods. England s decision to tax the American colonies led to widespread protests and anger. Several regiments of the King s Regular Army soldiers were stationed in Boston, which raised tensions further. Normal colonial government was suspended and colonists formed their own independent government. Massachusetts towns added special minute companies to their militia who were ready to respond, armed in a minute s notice. General Gage, commander of the British Regular Army troops in Boston, was aware of the military preparations and in the middle of April 1775, he sent troops to seize the supplies stockpiled in Concord. Transition: Today you are going to visit stations around the room in small groups to learn about how the people in the colonies were feeling during this time, the early battles, the soldiers, and how regular people helped support the patriot cause. Much of what we learn about will be the events around the first battles that took place on April 19, These battles are why we celebrate Patriots Day in Massachusetts. Directions: I am going to split you into 5 groups and at each station you will have a worksheet to fill out with your group. You will have 15 minutes at each station. When you get to your station read through all the tags first and look at the objects. Have someone read each tag aloud take turns doing this. Then begin your worksheet.

7 Reflection (20 Minutes) Tell the students: We are going to take time to reflect on what you learned today as you explored these stations. Activity Discuss the following questions in pairs or small groups. Once you have discussed the questions, come up with a single word or phrase to answer each question. A group member will share these words and phrases with the class by writing it on the board. In your opinion, what was the most interesting object you looked at today? Why? What new piece of information surprised you the most as you learned today? People from towns all over Massachusetts and New England joined in the fight against the King and his troops. How would you feel if you were a colonist living in 1775? How do we protest things we aren t happy about today? How can you let your voice and opinions be heard in 2015? Reflection Once students have discussed the questions, have a member of each group come up and write the word or phrase on the board (or on large pieces of paper) for everyone to see. Have students discuss overlaps, surprises, and reasons behind some of their answers. Save the lists to reference back to in your future lessons on the Revolution and distribute copies to the students. Homework Students have learned about the ways in which many different people got involved on April 19, Each student should pick a person a soldier, a woman, a child, an African American slave, a British soldier and write a letter or journal entry from their point of view. Have students write about their character s feelings and consider why they are upset, as well as what they have done to participate in the Revolution.

8 Vocabulary list Minute Man An American Colonist ready to defend his home at a moments (minute) notice. These were the most highly trained of the Colonial Militia. Colonial Militia Men between the ages of 16 and 60 who were trained locally as citizen soldiers who would be called upon to serve in the event of war. British Regular Soldiers (Regulars) Soldiers in the established or permanent British army who were the King s troops. Taxes An amount of money added to goods sold or bought to support a government. Imported goods Items that were made in other countries and brought to the American colonies for purchase. Boycott A way of protest by not purchasing a specific item or goods. Protest To speak out against a person or idea with which you disagree. Smugglers People who illegally brought in imported goods. Patriot Someone who is loyal to a cause or country. In Colonial America the Patriots were the people who disagreed with the King. Town Meeting A group of citizens that gather, usually once a month, to make decisions about their town. Minister The spiritual leader of a town. Parliament The elected officials in England that make and pass laws and taxes for all of the British Empire.

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10 Station #1 Why Are the Colonists Angry? 1. Describe what you see happening in the image of the Boston Massacre. Look closely at the facial expressions and body language of the two opposing sides. 2. Based on what you see, what message do you think Paul Revere wanted to convey to the viewer when he made this image? 3. Read about the tax stamp, the tea, and the sugar. What are two reasons why the American colonists were upset about being taxed? 4. Many people were boycotting imported goods in protest. What items do you think were hardest for them to live without? What items or belongings would YOU have the hardest time giving up today?

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12 Station #2 The Midnight Riders 1. Henry Wadsworth Longfellow wrote a poem about Paul Revere that made Revere famous, but the poem is full of errors! Read the tag on the lantern and compare it to these two lines in the poem. How is the poem incorrect? One if by Land, and two, if by sea; and I [Revere] on the opposite shore will be, ready to ride and spread the alarm through every Middlesex village and farm. Pick up the Paul Revere s Midnight Ride laminated folding map to answer questions two and three: 2. Find on the map other Midnight Riders. Paul Revere wasn t alone that night count the number of other riders who were out spreading the alarm that night. How many were there? 3. William Dawes and Revere left from Boston and headed for Lexington and Concord. They both made it to Lexington later that night. Using the People, Places, and Events in Boston, April 18, 1775 timeline, draw or label a timeline with four of the most important events that night: 4. Dawes and Revere made it to Lexington from Boston later that night. Looking closely at the image of Lexington Green, describe what you think happened the next morning in Lexington.

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14 Station #3 Stockpiling Supplies 1. Looking to Learn look closely at the Rules and Regulations booklet. Try to read some of the first few paragraphs (Helpful hint: s can look like f ). Here are some of the words from the introduction: Oppressed Exiled Defend Preparations Resolved Persecuted Liberty Slaves Army Enemies These words express how the colonists were feeling. What emotions do these words express? 2. Look carefully at the image of the Town of Concord. What different activities are the Regular Army soldiers taking part in? Read the labels at the bottom of the image. What are the soldiers in label #3 doing? 3. Examine the supplies people in Concord gathered. Imagine you are a British Regular soldier and you found these items. How might each item be used in an upcoming war? Spoons Dried peas Cannon balls

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16 Station #4 Militia Men and Minute Men 1. Look closely at the image of the North Bridge. Describe what you think happened in Concord on April 19, Colonial Militia Men and Minute Men from all over Massachusetts and New England fought at this first battle of the American Revolution. Look at the List of Towns sheet provided. Can you find your town or a nearby town on the list? Why do you think so many towns got involved on April 19, 1775? 3. Look at the Steps to fire a musket page from the Soldier of the American Revolution book. How many steps are involved in firing a musket? How did a cartridge help a soldier fire faster? 4. It took 30 seconds to load and fire a musket and muskets were not very accurate. Count slowly to 30 seconds and imagine being in the middle of a battle in all this gear. Write down four descriptive words or emotions that you might feel as the solider in those seconds.

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18 Station #5 Hidden Heroes 1. In an age without cell phones, why was the job of a fife player so important? Do you think it was a dangerous job? Why or why not? 2. Women didn t just sit at home during the American Revolution. In what ways did women protest? How would you protest if you weren t allowed to fight? 3. Ministers provided comfort through their words and actions. What would you say or do to support the troops if you weren t fighting alongside them? 4. Some enslaved men joined the army during the Revolution. Even though they were paid equally and given the same food, how do you think it felt to go from being a slave to fighting alongside white men?